Design Considerations for Engaging Science Teachers in Video-Supported Professional Development

Abstract

The three-dimensional integration of science and engineering practices, disciplinary core ideas, and crosscutting concepts in the Next Generation Science Standards (NGSS) represent a shift in the vision for K-12 science education that necessitates attending to effective professional development for teachers. Reflective use of classroom video is a promising avenue for attending to teacher learning and sensemaking in the context of NGSS implementation. The current study is part of a larger research-practice partnership focused on a curriculum adaptation professional development model in which teachers collaboratively adapt and iteratively refine existing curricular materials. In this paper I seek to develop design considerations for using an online classroom video-sharing platform, Tch Teams, to support teaching and learning in the project. From the theoretical perspective of situated learning, I review the literature related to effective professional development, teachers’ use of classroom video, and reflective practices for teachers in online spaces. I develop design considerations for using online platforms such as Tch Teams, and reflect on these principles in relation to the current project.